Flipped Learning Network Announces Definition of Flipped Learning

The governing board and key leaders of the Flipped Learning Network (FLN) announce a formal definition of the term. FLN also announces the Four Pillars of F-L-I-P™ and a checklist of 11 supporting indicators that educators should incorporate into their practice. The definition draws a distinction between Flipped Learning and a Flipped Classroom.

FLN Definition of Flipped Learning: Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.

According to FLN, teachers must incorporate these four pillars into their practice:

Flexible Environment Educators can create flexible spaces in which students choose when and where they learn. Furthermore, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning.

Learning Culture The Flipped Learning model deliberately shifts instruction to a learner-centered approach where class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. Students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful.

Intentional Content Educators continually think about how they can use the Flipped Learning model to help students develop conceptual understanding and procedural fluency. Educators use Intentional Content to maximize class time in order to adopt methods of student-centered, active learning strategies.

Professional Educator Professional Educators continually observe their students, providing them with feedback relevant in the moment and assessing their work. Professional Educators are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism and tolerate controlled chaos in their classrooms.

To counter common misconceptions and bring clarity to discussions about “Flipped Learning,” the governing board and key leaders of the Flipped Learning Network (FLN) announce a formal definition of the term. FLN also announces the Four Pillars of F-L-I-P™ and a checklist of 11 supporting indicators that educators must incorporate into their practice. The definition draws a distinction between Flipped Learning and a Flipped Classroom.

The Flipped Learning Network™ and Pearson unveiled “Foundations of Flipped Learning,” a new professional development offering based on the work of Jon Bergman and Aaron Sams, considered the pioneers of flipped learning.

At the Association of Educational Services Agencies’ (AESA) annual conference in Tampa, Pearson and the Flipped Learning Network announced a joint venture to offer a comprehensive professional development course for educators looking to switch to the new “flipped learning” teaching model.

Flipped Learning pioneers Jonathan Bergmann and Aaron Sams have launched the Flipped Learning Network™, a non-profit organization for teachers interested in the Flipped Learning ideology. The Network’s mission is to provide educators with the knowledge, skills and resources to successfully implement Flipped Learning. In addition to hosting the annual Flipped Conference and regional training workshops, the Network coordinates the Teacher Vodcasting and Flipped Learning Network Ning Community where thousands of educators can participate in flipped educator groups and discussion forums.

Pearson and the Flipped Learning Network today announced a joint venture to offer a comprehensive professional development course for educators looking to switch to the new “flipped learning” teaching model.